Pengaruh Model Pembelajaran Inkuiri Terbimbing terhadap Literasi Sains Siswa Kelas V SD

Abstract

<p><strong>Abstract:</strong> Scientific literacy is a skill that is very important and must be possessed by students. A person with good scientific literacy will be able to survive in the XXI century. In the learning process students are weak in interpreting information so that students have difficulty or cannot make conclusions. Scientific literacy by using initial ability moderator variables in the high category and low category and their interactions in fifth grade students of SD Tanjung Rejo 2 Malang. The results of the pretest and posttest were tested differently with the help of SPSS. The results showed there were significant differences in the increase in scientific literacy.</p><strong>Abstrak:<em> </em></strong>Literasi sains adalah keterampilan yang sangat penting dan harus dimiliki oleh siswa. Seseorang dengan literasi sains yang baik akan mampu bertahan di abad XXI. Pada proses pembelajaran, siswa dianggap lemah dalam mengintepretasikan informasi sehingga siswa kesulitan atau tidak dapat membuat kesimpulan. Variabel moderator kemampuan awal pada kategori tinggi dan kategori rendah serta interaksinya pada siswa kelas V SD Tanjung Rejo 2 Malang. Hasil pretes dan postes dilakukan uji beda dengan bantuan SPSS. Hasil penelitian menunjukkan terdapat perbedaan-perbedaan signifikan peningkatan literasi sains.

The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material

“…The results of previous studies also show significant differences in digital literacy between the experimental and control classes. Applying problem-based learning models through blended learning can improve students' digital literacy in the learning process (Aji, 2016;Adi et al, 2017). The digital media used by students of SMA Negeri Plus Riau are Whatsapp Group, Zoom Meeting, Google Classroom, and Edmodo.…”

“…Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators (Suwono et al, 2017). Table 2 presents the value categories : Very Good (VG), Good (G), Enough (E), and Not Enough (NE).…”

Pengaruh Model Pembelajaran Fisika Berbasis Inkuiri Terbimbing terhadap Keterampilan Generik Sains Siswa

“…Tahap pelaksanaan model inkuiri terbimbing, meliputi: 1) orientasi, 2) merumuskan permasalahan, 3) merumuskan asumsi, 4) pengumpulan data, 5) menguji asumsi, 6) merumuskan kesimpulan. Kesuksesan model ini bergantung pada keinginan anak didik untuk beraktifitas memakai kemampuannya dalam memecahkan permasalahan (Fa'idah et al, 2019). Model pembelajaran inkuiri terbimbing merupakan model pembelajaran yang menempatkan peserta didik sebagai subjek pembelajaran yang berarti setiap peserta didik didorong terlibat aktif dalam kegiatan pembelajaran (Amijaya et al, 2018).…”

Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Literasi Sains Dalam Pembelajaran IPA

“…Bentuk Penilaian Penelitian Objektif/multiple choice (Fa'idah et al, 2019); (Saefullah et al, 2017); (Erdani et al, 2020); (Qomaliyah et al, 2017); (Sastradika & Jumadi, 2018); (Fitri & Fatisa, 2019); (El Islami et al, 2016) Subjektif/essay (Ade Mutia et al, 2020); (Parno et al, 2020); (Istiqomah & Hariyono, 2019); (Pratika & Muchlis, 2016); (Rewalino & Supriyatman, 2020) Non-Objektif/Uraian (Maullidyawati, T & Hidayah, 2022); (Munif, 2022); (Said & Rusli, 2019) Deskripsi (Haryadi & Pujiastuti, 2020) - (Dewi & Sunarti, 2018); (Devitri et al, 2019); (Anggraeni, 2020); (Santoso & Madlazim, 2020) (Sumber: Data Primer, Tahun 2022)…”